Empowering Independent Media U.S
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Confronting the Challenges of Participatory Culture: Media Education for the 21St Century
An occasional paper on digital media and learning Confronting the Challenges of Participatory Culture: Media Education for the 21st Century Henry Jenkins, Director of the Comparative Media Studies Program at the Massachusetts Institute of Technology with Katie Clinton Ravi Purushotma Alice J. Robison Margaret Weigel Building the new field of digital media and learning The MacArthur Foundation launched its five-year, $50 million digital media and learning initiative in 2006 to help determine how digital technologies are changing the way young people learn, play, socialize, and participate in civic life.Answers are critical to developing educational and other social institutions that can meet the needs of this and future generations. The initiative is both marshaling what it is already known about the field and seeding innovation for continued growth. For more information, visit www.digitallearning.macfound.org.To engage in conversations about these projects and the field of digital learning, visit the Spotlight blog at spotlight.macfound.org. About the MacArthur Foundation The John D. and Catherine T. MacArthur Foundation is a private, independent grantmaking institution dedicated to helping groups and individuals foster lasting improvement in the human condition.With assets of $5.5 billion, the Foundation makes grants totaling approximately $200 million annually. For more information or to sign up for MacArthur’s monthly electronic newsletter, visit www.macfound.org. The MacArthur Foundation 140 South Dearborn Street, Suite 1200 Chicago, Illinois 60603 Tel.(312) 726-8000 www.digitallearning.macfound.org An occasional paper on digital media and learning Confronting the Challenges of Participatory Culture: Media Education for the 21st Century Henry Jenkins, Director of the Comparative Media Studies Program at the Massachusetts Institute of Technology with Katie Clinton Ravi Purushotma Alice J. -
How Subject Reactivity Influences Visual Journalism
MORE THAN MEETS THE EYE: HOW SUBJECT REACTIVITY INFLUENCES VISUAL JOURNALISM _______________________________________ A Thesis presented to the Faculty of the Graduate School at the University of Missouri-Columbia _______________________________________________________ In Partial Fulfillment of the Requirements for the Degree Master of Arts _____________________________________________________ by T.J. THOMSON Dr. Keith Greenwood, Thesis Supervisor JULY 2015 The undersigned, appointed by the dean of the Graduate School, have examined the thesis entitled MORE THAN MEETS THE EYE: HOW SUBJECT REACTIVITY INFLUENCES VISUAL JOURNALISM presented by T.J. THOMSON, a candidate for the degree of Master of Arts, and hereby certify that, in their opinion, it is worthy of acceptance. Associate Professor Keith Greenwood Professor David Rees Assistant Professor Brian Kratzer Associate Professor Wayne Brekhus ACKNOWLEDGEMENTS I extend my heartfelt gratitude to Keith Greenwood, committee chair, who graciously answered questions, provided insightful feedback, and posed keen questions that allowed me to explore and refine my research interests and methodologies. Thanks to Brian Kratzer, committee member, who, in conjunction with my committee chair, allowed me to conduct a pilot study of this research at the Missourian during the spring 2015 semester, and who epitomizes patience. Thanks to David Rees, committee member, who exposed me to the photo elicitation methodology used in this research and whose love of life and humor brightened up countless interactions. Thanks to Wayne Brekhus, committee member, who wrote a book about identities that provided background for my research and who graciously agreed to meet with and serve on my committee. Thanks also to the dozens of students, colleagues, and fellow editors who helped form my research interests through discussion, interviews, and the candid sharing of their insight and experience. -
The Pulitzer Prizes for International Reporting in the Third Phase of Their Development, 1963-1977
INTRODUCTION THE PULITZER PRIZES FOR INTERNATIONAL REPORTING IN THE THIRD PHASE OF THEIR DEVELOPMENT, 1963-1977 Heinz-Dietrich Fischer The rivalry between the U.S.A. and the U.S.S.R. having shifted, in part, to predomi- nance in the fields of space-travel and satellites in the upcoming space age, thus opening a new dimension in the Cold War,1 there were still existing other controversial issues in policy and journalism. "While the colorful space competition held the forefront of public atten- tion," Hohenberg remarks, "the trained diplomatic correspondents of the major newspa- pers and wire services in the West carried on almost alone the difficult and unpopular East- West negotiations to achieve atomic control and regulation and reduction of armaments. The public seemed to want to ignore the hard fact that rockets capable of boosting people into orbit for prolonged periods could also deliver atomic warheads to any part of the earth. It continued, therefore, to be the task of the responsible press to assign competent and highly trained correspondents to this forbidding subject. They did not have the glamor of TV or the excitement of a space shot to focus public attention on their work. Theirs was the responsibility of obliging editors to publish material that was complicated and not at all easy for an indifferent public to grasp. It had to be done by abandoning the familiar cliches of journalism in favor of the care and the art of the superior historian .. On such an assignment, no correspondent was a 'foreign' correspondent. The term was outdated. -
JOUR 321: Visual Journalism 2 Units
JOUR 321: Visual Journalism 2 Units Fall 2018 – Thursday 12:30 p.m. – 2:10 p.m. Section: 21171D Location: ANN 307 Instructor: David Matorin Office Hours: Thursdays, 2:10-3:10 p.m. and by arrangement. Contact Info: [email protected]; [email protected]; 917.710.1660 Course Description Students will gain an understanding of visual journalism through theory and practical application while exploring current and emerging story forms. Students will learn video for digital platforms, principles of photography, design for web and mobile platforms, and the roles each play in interactive and engaging storytelling. An emphasis will be placed on narrative, documentary-style video and visual stories for web and social media. Students also will learn elements of design related to typography, layout, engagement and user interface as they apply to journalistic story forms across platforms. Social media will also be an integral outlet for photo and video stories. In addition to providing you with skills necessary to produce journalistic multimedia stories, including videos and audio slideshows, we will also cover an introduction to principles of digital news design, interactivity and presentation. Ethical, legal and social issues affecting visual journalists will be discussed. We will take a practical, hands-on approach in this class. An introduction to photo, audio and video editing software will be provided. A modern mobile device or tablet device with a camera such as the iPhone 7 Plus or Samsung Galaxy S8, will be used as a primary content gathering device in the class. The device, mobile apps (shooting, editing and special purpose) and additional equipment are also major topics addressed during the course. -
CRESSI Working Papers
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Oxford University, Saïd Business School: Eureka CRESSI Working papers The CRESSI project explores the economic underpinnings of social innovation with a particular focus on how policy and practice can enhance the lives of the most marginalized and disempowered citizens in society. CRESSI Working Papers No. 28/2016 Forms of power, European empires and globalizations. Michael Mann’s The Sources of Social Power and beyond. By Risto Heiskala Chapter 8 of Deliverable D1.1: Report on Institutions, Social Innovation & System Dynamics from the Perspective of the Marginalised. Creating Economic Space for Social Innovation” (CRESSI) has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement no 613261. CRESSI Working Paper no. 28/2016 – D1.1 Forms of power, European empires and globalizations. Michael Mann’s The Sources of Social Power and beyond (September 2016) Page 1 | 22 The CRESSI project explores the economic underpinnings of social innovation with a particular focus on how policy and practice can enhance the lives of the most marginalised and disempowered citizens in society. “Creating Economic Space for Social Innovation” (CRESSI) has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement no 613261. CRESSI is a collaboration between eight European institutions led by the University of Oxford and will run from 2014-2018. This paper reflects the authors’ views and the European Union is not liable for any use that may be made of the information contained here within. -
Economic and Social Council
UNITED NATIONS E Economic and Social Distr. GENERAL Council E/CN.4/1999/64 29 January 1999 ENGLISH Original: ENGLISH COMMISSION ON HUMAN RIGHTS Fifty•fifth session Item 11 (c) of the provisional agenda CIVIL AND POLITICAL RIGHTS, INCLUDING THE QUESTION OF: FREEDOM OF EXPRESSION Report of the Special Rapporteur on the protection and promotion of the right to freedom of opinion and expression, Mr. Abid Hussain CONTENTS Paragraphs Page Introduction ....................... 1 3 I. TERMS OF REFERENCE ................ 2 3 II. ACTIVITIES .................... 3 • 11 3 III. ISSUES ...................... 12 • 44 5 A. The right to seek and receive information ... 12 • 17 5 B. National security laws ............ 18 • 23 7 C. Criminal libel ................ 24 • 28 9 D. New information technologies ......... 29 • 36 10 E. Women and freedom of expression ........ 37 • 44 12 GE.99•10766 (E) E/CN.4/1999/64 page 2 CONTENTS (continued) Paragraphs Page IV. COUNTRY SITUATIONS ................ 45 • 123 14 Algeria ...................... 47 • 48 14 Argentina ..................... 49 • 51 15 Azerbaijan .................... 52 • 55 15 Chad ....................... 56 • 58 17 China ....................... 59 • 68 17 Democratic Republic of the Congo ......... 69 • 71 19 Egypt ....................... 72 • 74 19 Georgia ...................... 75 • 77 20 Hungary ...................... 78 20 Iran (Islamic Republic of) ............ 79 • 81 20 Japan ....................... 82 • 83 21 Malaysia ..................... 84 22 Mexico ...................... 85 • 87 22 Nigeria ...................... 88 • 89 22 Panama ...................... 90 • 97 23 Republic of Korea ................. 98 • 100 24 Saudi Arabia ................... 101 • 102 25 Sierra Leone ................... 103 • 104 25 Sri Lanka ..................... 105 • 108 26 Sudan ....................... 109 • 110 26 Tunisia ...................... 111 27 Turkey ...................... 112 • 116 27 Uzbekistan .................... 117 • 118 28 Viet Nam ..................... 119 • 120 28 Yugoslavia .................... 121 • 123 28 V. -
The Pulitzer Prizes 2020 Winne
WINNERS AND FINALISTS 1917 TO PRESENT TABLE OF CONTENTS Excerpts from the Plan of Award ..............................................................2 PULITZER PRIZES IN JOURNALISM Public Service ...........................................................................................6 Reporting ...............................................................................................24 Local Reporting .....................................................................................27 Local Reporting, Edition Time ..............................................................32 Local General or Spot News Reporting ..................................................33 General News Reporting ........................................................................36 Spot News Reporting ............................................................................38 Breaking News Reporting .....................................................................39 Local Reporting, No Edition Time .......................................................45 Local Investigative or Specialized Reporting .........................................47 Investigative Reporting ..........................................................................50 Explanatory Journalism .........................................................................61 Explanatory Reporting ...........................................................................64 Specialized Reporting .............................................................................70 -
Bloggers and Netizens Behind Bars: Restrictions on Internet Freedom In
VIETNAM COMMITTEE ON HUMAN RIGHTS QUÊ ME: ACTION FOR DEMOCRACY IN VIETNAM Ủy ban Bảo vệ Quyền làm Người Việt Nam BLOGGERS AND NETIZENS BEHIND BARS Restrictions on Internet Freedom in Vietnam Article 1: All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood. Article 2: Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty. Article 3: Everyone has the right to life, liberty and security of person. Article 4: No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms. Article 5: No one shall be subjected to torture or to cruel, January 2013 / n°603a - AFP PHOTO IAN TIMBERLAKE Cover Photo : A policeman, flanked by local militia members, tries to stop a foreign journalist from taking photos outside the Ho Chi Minh City People’s Court during the trial of a blogger in August 2011 (AFP, Photo Ian Timberlake). 2 / Titre du rapport – FIDH Introduction ------------------------------------------------------------------------------------------------5 -
Visual Journalism
SYLLABUS VISUAL JOURNALISM Instructor: Simon Waldman Contact Hours: 40 Language of Instruction: English LONDON, ENGLAND COURSE DESCRIPTION To misquote Mark Twain, reports of the death of TV journalism have been greatly exaggerated. But the landscape is changing with bewildering speed. The way we watch news has undergone a revolution in the past decade – a revolution that shows no sign of slowing down. And the way younger people get their news continues to challenge the world’s major broadcasters. But the essential principles that underpin the creation of high quality video journalism seem – so far - to have survived this upheaval. This course combines intensely practical sessions covering the skills and techniques necessary for producing broadcast standard visual journalism with discussion and debate on the shifting tectonic plates in the industry. Students will hear from – and be able to question - leading figures from major TV and online news organisations and they will have the opportunity to spend time in the TV News studios at the headquarters of the BBC. By the end of the course, they will have created their own TV programme. Each week, we will examine different aspects of the production of visual journalism and explore the changing nature of the medium. What are the ingredients needed for an attention- grabbing package? Does EVERY picture tell a story? What makes material shareable? How should journalists frame their questions to elicit the sound-bite answers they seek? How should each shot be framed to achieve the best results? What does the phrase “citizen journalist” really mean? And, now that everyone can put video material online, what will be the impact of the “citizen publisher”? Much of the material we create will use equipment that (almost) every student already owns: a mobile phone. -
Underdevelopment and Unregulated Markets: Seven Reasons Why Unregulated Markets Reproduce Underdevelopment
A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Herr, Hansjörg Working Paper Underdevelopment and unregulated markets: Seven reasons why unregulated markets reproduce underdevelopment Working Paper, No. 103/2018 Provided in Cooperation with: Berlin Institute for International Political Economy (IPE) Suggested Citation: Herr, Hansjörg (2018) : Underdevelopment and unregulated markets: Seven reasons why unregulated markets reproduce underdevelopment, Working Paper, No. 103/2018, Hochschule für Wirtschaft und Recht Berlin, Institute for International Political Economy (IPE), Berlin This Version is available at: http://hdl.handle.net/10419/178653 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative Commons Licences), you genannten Lizenz gewährten Nutzungsrechte. may exercise further usage rights as specified in the indicated licence. www.econstor.eu Key words: underdevelopment, financial system, free trade, inequality, Keynesian paradigm, Washington Consensus. JEL classification: B50, F40, O11 Contact: Hansjörg Herr email: [email protected] 1. -
Sri Lanka Joint Submission to the UN Universal Periodic Review 28Th Session of the UPR Working Group
Sri Lanka Joint Submission to the UN Universal Periodic Review 28th Session of the UPR Working Group Submitted 30 March 2017 Submission by CIVICUS: World Alliance for Citizen Participation, NGO in General Consultative Status with ECOSOC And INFORM : Human Rights Documentation Centre CIVICUS: World Alliance for Citizen INFORM : Human Rights Documentation Participation Centre CIVICUS UPR Lead , Dominic Perera Email: INFORM: Human Rights Documentation [email protected] Centre lead, Udaya Kalupathirana Email: Ms Renate Bloem, Email: [email protected] [email protected] Tel: +41 22 733 3435 Tel: + 94-11-2809467 Web: www.civicus.org Web: https://ihrdc.wordpress.com 1. (A) Introduction 1.1 CIVICUS is a global alliance of civil society organisations and activists dedicated to strengthening citizen action and civil society around the world. Founded in 1993, we proudly promote marginalised voices, especially from the Global South, and have members in more than 170 countries throughout the world. 1.2 INFORM: Human Rights Documentation Centre (hereafter INFORM) was established in 1990 to monitor and document the human rights situation in Sri Lanka, especially in the context of the ethnic conflict and civil war. We work by reporting on the situation through written and oral interventions at the local, national and international level. In the recent years, INFORM has more focused on protection of human rights defenders at Risk in Sri Lanka and other Asian Countries. 1.3 In this document, CIVICUS and INFORM examine the Government of Sri Lanka’s compliance with its international human rights obligations to create and maintain a safe and enabling environment for civil society. -
World Trends in Freedom of Expression and Media Development: 2017/2018 Global Report
Published in 2018 by the United Nations Educational, Scientific and Cultural Organization 7, place de Fontenoy, 7523 Paris 07 SP, France © UNESCO and University of Oxford, 2018 ISBN 978-92-3-100242-7 Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (http://creativecommons.org/licenses/by-sa/3.0/igo/). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repos- itory (http://www.unesco.org/open-access/terms-use-ccbysa-en). The present license applies exclusively to the textual content of the publication. For the use of any material not clearly identi- fied as belonging to UNESCO, prior permission shall be requested from: [email protected] or UNESCO Publishing, 7, place de Fontenoy, 75352 Paris 07 SP France. Title: World Trends in Freedom of Expression and Media Development: 2017/2018 Global Report This complete World Trends Report Report (and executive summary in six languages) can be found at en.unesco.org/world- media-trends-2017 The complete study should be cited as follows: UNESCO. 2018. World Trends in Freedom of Expression and Media Development: 2017/2018 Global Report, Paris The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authori- ties, or concerning the delimiation of its frontiers or boundaries. The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization.